W^y-, 


Geographical    Instruction,    A 
Brief    BibliogrRphy  of   the   Subject 


By 


■ill   S.   Monroe 


SftiP 


Special  Bulletin  No.  12,  pp.  49-56. 


No.  92 — 3 — 99 — 1200. 


The  City  Library  Association,  Springfield,   Massachusetts. 
LITERATURE:  ART:  SCIENCE. 


GEOGRAPHICAL  IN- 
STRUCTION, A  BRIEF 
BIBLIOGRAPHY  OF  THE 
SUBJECT. 

Prepared  by  WILL  5.  MONROE, 
Of  the  State  Normal  School  Westfield,  Mass. 

(a)    Books. 

1 .  Augsburg  D.  R.  Easy  drawings  for  the  geography  class. 
New  York:    E.  L.  Kellogg  &  Co.,  1894.      pp.  90. 

Note:  Simple  but  useful  suggestions  for  free-hand  sketching  in 
connection  with  elementary  geographic  instruction. 

2.  Davis  William  M.  Geographic  illustrations,  based  on  the 
physical  features  of  Southern  New  England.  Cambridge:  Pub- 
lished by  Harvard  University,  1895.  pp.  46.  .  .  .  550.37. 
Note  :  Especially  valuable  for  suggestions  in  teaching  the  relations 
of  geographic  forms. 


50  Geographical  Instruction. 

3.  Davis  William  M.,  King  C.  F.,  and  Collie  G.  L.  The 
use  of  governmental  maps  in  school.      New  York  :  Henry  Holt 

&  Co.,   1894.      pp.  64 550.38 

Note  :  A  select  list  of  topographical  maps  published  by  the  various 
governmental  bureaus  of  the  United  States  with  special  reference 
to  their  utility  in  illustrating  the  physical  features  of  our  country. 

4.  Elderton  W.   A.      Maps  and  map-drawing.      New  York  : 

Macmillan  Co.,  1890.      pp.    129 444.76 

Note  :  Briefly  reviews  the  history  of  map-making  and  discusses 
technique  of  map-making  processes. 

5.  Fisher,    Oilman    C.      Essentials   of  geography.      Boston  : 

New  England  Pub.  Co.,  1885.      pp.  74 454-50 

Note  :   Plan  of  a  course  of  study  for  elementary  schools. 

6.  Frye,  Alex  E.      How  to  teach  primary  geography.    Boston  : 

Ginn  &    Co.,    1896.      pp.  60 444.73 

Note:  A  manual  prepared  to  accompany  Frye's  Primary  geog- 
raphy. Valuable  as  indicating  the  first  steps  to  be  taken  in  the 
study  of  home  geography. 

7.  Frye,  Alex  E.      Teacher's  manual  of  geography.  Boston: 

Ginn  &  Co.,  1896.      pp.    190 444.75 

Note  :  Suggestions  for  the  use  of  the  maps,  pictures,  and  text 
in  Frye's  complete  geography. 

8.  Frye,  Alex  E.  Child  and  nature;  or  geography  teaching 
with  sand  modeling.  Boston:  Ginn  &Co.,  i  888.  pp.  216.  453.15 
Note  :  Perhaps  the  most  important  pedagogic  treatment  of  geog- 
raphy teaching  in  elementary  schools.  It  aims  ( I )  to  grade  and 
apportion  the  subject  matter  of  natural  geography  to  the  successive 
stages  of  development  of  the  child's  mind,  (2)  to  direct  attention 
to  the  laws  of  mind-growth  which  condition  methods  of  teaching, 
and  (3)  to  indicate  lines  of  study'for  teachers. 

8.  Geikie,  Archibald.  The  teaching  of  geography.  New  York  : 

Macmillan  Co.,  1887.   pp.  202 454.39 

Note  :  A  discussion  of  the  principles,  methods,  and  aids  ot 
geography  for  the  use  of  elementary  teachers. 

9.  Guyot,    Arnold.      Earth    and    man.     New   York :     Chas. 

Scribners'  Sons,     1890.     pp.  334 552-3' 

Note:  Mr.  Frye  says  of  this  book  :  "  Though  published  (origi- 
nally) as  far  back  as  1849,  this  is  one  of  the  most  inspiring  works 


ft  • 


•  •      •    •     ,•-  •••     '^       •     •••••• 

•      •«»•*             •••  •            *  •            •           ••         •          €• 

•            »          •             •  _••          .•-  •          •    ♦  •         • 

••••••  .*'•  •                ••• 


Geographical  Instruction.  51 


that  can  be  found  to-day.  It  lacks,  of  course,  the  method  that 
comes  ot  recent  study  of  physiographic  processes,  but  it  is  very 
strong  on  the  relation  of  the  earth's  slopes  to  human  progress." 

10.  Huxley,  Thomas  H.     Physiography.    New  York,    Mac- 

millan  Co.,  1878.      pp.  384 552.38 

Note  :  The  Thames  and  its  basin  are  taken  to  illustrate  physio- 
graphic processes  by  methods  of  observation  and  experiment. 

11.  Keltic,    J.    Scott.     Applied  geography.    London:     Geo. 

Philip  &  Son,  1890.   pp.   169; 1768.17 

Note  ;  Shows  the  bearings  of  geographic  knowledge  on  human 
interests. 

_    12.  Keltic,  J.  Scott,   et  al.      Report  of  the  proceedings  of  the 

*■    Royal  geographical   society  in  reference   to    the    improvement  of 
;    geographical  education.   London:    John  Murray,  1886,  pp.  343. 
I   Note  :      A    most   valuable   document,    containing   Keltic's  report 
"  on    the  teaching  of  geography  in   the  United   States,  Canada  and 
the  countries  of  Europe  ;    a  discussion  of  the  aims  and  methods  of 
geographical  education  by  E.  G.  Ravenstein;    an  account  of  appli- 
ances used  in  geographical  instruction  by  Keltic  ;  the  relation  of 
geography   to    history  by  James  Bryce,  and   some  of  the  scientific 
aspects  of  geography  by  H.  N.  Mosley. 

13.  King,  Charles  F.    Methods  and  aids  in  geography.  Boston: 

Lee  &  Shepard,   1889.      pp.  518 454-52 

Note  :  Suggestions  for  the  preparation  of  lessons,  construction  of 
useful  geographic  devices,  and  exhaustive  lists  of  supplementary 
readers. 

14.  Maltby,  A.  E,  Map  modeling  in  geography  and  history. 
New  York  :  E.  L.  Kellogg  &  Co.,  1895.  pp.  229.  .  444.74 
Note  :  Valuable  for  the  directions  on  the  making  of  relief  maps ; 
also  many  helpful  hints  on  lessons. 

15.  McMurry,  Charles  A.  Special  method  in  geography. 
Bloomington  (111.)  :  Public  school  publishing  co.,  1894.  pp.  100. 
Note  :  Illustrates  the  use  of  typical  forms  with  special  reference 
to  the  Mississippi  valley. 

16.  Mill,  Hugh  R.  Hints  to  teachers  and  students  on  the 
choice  of  geographical  books  for  reference.  New  York:  Longmans 
Green  &  Co.,  1897.,  pp.   142 454-40 

.    Note  :     A  valuable  list  of  select  geographic  references. 


52  Geographical  Instruction. 

17.  Murdock,  Frank  F.  Outline  of  elementary  geography. 
Bridgewater,  (Mass.)  :  State  normal  school,  1895.  pp.  159. 
Note  :  Especially  suggestive  in  co-ordinating  the  work  in  ele- 
mentary science  with  the  study  of  geography. 

18.  Nicholos,  W.  F.    Topics  in  geography.    Boston:     D.  C. 

Heath  &  Co.,   1890.       pp.     202 4.44.20 

Note  :      Consists  of  geographic  text  with  suggestions  to  teachers. 

19.  Parker,  Francis  W.  How  to  study  geography.  New 
York:  D.  Appleton  &  Co.,  1889.  pp.  400.  .  .  443.10 
Note  :  Helpful  suggestions  on  the  teaching  of  slopes  and  drain- 
age after  the  plan  of  Guyot. 

20.  Powell,  T.  W.,  et  al.  Physiography  of  the  United  States. 
New  York:  American  Book  Co.,  1896.  pp.  345.  .  550.32 
Note  :  Originally  published  as  the  national  geographic  mono- 
graphs in  ten  numbers.  Mr.  Frye  says  of  this  work  :  "  It  is 
greatly  to  be  regretted  that  these  monographs  were  not  all  written, 
as  one  or  two  were,  in  simple  language.  The  purpose  of  the 
National  Geographic  Society  was  to  suggest  to  teachers  methods 
ot  studying  and  teaching  typical  geographical  regions.  Had  the 
authors  avoided,  as  far  as  possible,  difficult  technical  expressions, 
and  sought  to  appeal  to  the  average  teacher,  rather  than  to  geolo- 
gists, these  monographs  would  have  formed  one  of  the  most  valu- 
able works  in  the  English  language  on  the  teaching  of  geography. 
Even  as  written  they  are  of  immense  value,  and  should  be  care- 
fully studied  by  every  teacher  of  physical  geography." 

21.  Ratzel,  Friederich.  History  of  mankind.  New  York: 
Macmillan   Co.,    1896.    Vol.    I,  pp.    496.     Vo].    II,    pp.    562. 

Vol.  Ill,  pp.    612.      . 750.101 

Note  :  This  is  a  reference  work  on  the  study  of  people  and  one 
of  the  very  best  of  its  kind  and  the  discussion  of  the  principle  of 
ethnography  in  the  first  volume  gives  it  such  great  pedagogic  value 
as  to  make  it  an  indispensable  reference  book  to  all  teachers  of 
geography. 

22.  Redway,  J.  W.    Manual  of  geography.    Boston  :   D.   C. 

Heath  &  Co.,  1889.    pp.    175 444.44 

Note  :  The  first  part  contains  hints  on  the  teaching  of  geography 
and  the  second  part  discusses  some  popular  fallacies. 

23.  Redway,  J.  W.  The  reproduction  of  geographical  forms. 
Boston:  D.  C.  Heath  &  Co.,  1893.  pp.  84.  .  .  444.72 
Note:     Hints  on  outdoor  lessons  and  on  the  use  of  pictures. 


Geographical  Instruction.  53 


24.  Ritter,    Karl.       Comparative    geography.      New    York  ; 

American  Book  Co.,  1895.    pp.  220 55°-39 

Note  :  A  really  great  geographic  classic,  besides  being  a  masterly 
presentation  of  the  comparative  method  ot  study. 

25.  Ritter,  Karl.  Geographical  studies.  New  York  :  Amer- 
ican Book  Co.,  1895.   pp.    356 552-14 

Note  :  A  translation  of  Ritter's  well  known  Erdkunde  with  a 
sketch  of  the  great  German  geographer  by  W.  L.    Gage. 

26.  Trotter,  Spencer.  Lessons  in  the  new  geography.  Boston: 
D.  C.  Heath  &  Co.,  1895.      pp.    182 444.21 

Note  :      Emphasizes  the  human  side  of  the  study  of  geography. 

{b)   Articles  and   Reports. 

1.  Chamberlain,  T.  C,  et  al.  Geography  in  the  report  of 
the  Committee  of  Ten  on  Secondary  schools.  Washington  : 
Government  printing  office,  1893.      pp.  204-249.         .      451.34 

2.  Davis,  William  M.  Harvard  geographical  models.  Pro- 
ceedings of  the  Boston  society  of  natural  history  Vol.  XXVIII, 
No.  4,  pp.  85-110  with  four  plates. 

3.  Davis,  William  M.  Need  of  geography  in  the  university. 
Educational  review.      Vol.  X,  pp.   22-41. 

4.  Davis,  William  M.  Teaching  of  geography.  Educational 
review.      Vol.  Ill,  pp.  417-426  and  Vol.  IV,  pp.  6-15. 

5.  Klemm,  L.  R.  Recent  developments  of  geography  in  Cen- 
tral Europe.  Report  of  the  Commissioner  of  education  for  1892- 
93.      Vol  I,  pp.  279-321. 

6.  Monroe,  Will  S.  Geographic  instruction  in  Germany. 
Journal  of  school  geography  Vol.  I,  pp.    10-14. 

7.  Orr,  William,  Jr.  The  Connecticut  valley.  Journal  of 
school  geography.      Vol.  I,  pp.  72-78 

8.  Potter,  J.  R.  History  of  methods  of  instruction  in  geogra- 
phy.     Pedagogical  seminary.     Vol.  I,  pp.  415-424. 

9.  Redway,  J.  W.  Status  of  geography  teaching.  Educa- 
tional review.      Vol.  VII,  pp.    33-41. 

10.  Ward,  Effie  May.  Geographic  interests  of  children. 
Education.      Vol.  XVIII,  pp.  235-240. 


54  Geographical  Instruction. 


ic)  Jou 


RNALS. 


1.  The  Journal  of  school  geography.  Edited  by  Richard 
E.  Dodge,  Teachers'  college.  New  York  city.  lo  numbers  a  year. 
Note:  A  well  edited  teacher's  journal.  The  price  reasonable  and 
the  articles  for  the  most  part  have  permanent  pedagogic  value. 

2.  The  National  geographic  magazine.  Published  by  the 
National  geographic  society,    Washington.      1 2    numbers  a  year. 

3.  Bulletin  of  the  American  geographical  society.  New  York. 
5  numbers  a  year. 

Note  :  Additional  references  to  the  teaching  of  geography  will 
be  found  in  the  Bibliography  of  education  by  Will  S.  Monroe  (D. 
Appleton  &  Co.,  New  York,  1897)  pp.  46-51,  and  in  an  article 
on  *'  Better  books  in  school  geography  "  by  Mary  I.  Piatt  in 
Journal  of  school  geography.   Vol.    II,  pp.   i  8 1  - 1 9 1 . 

The  Teaching  of  Geography. 

By  ARCHIBALD   GEIKIE. 

TAKEN     FROM     HIS     BOOK     WITH    THE     ABOVE    TITLE. 

.  .  .  **  The  aspects  of  the  globe,  as  they  present  themselves  to 
ordinary  human  intelligence,  and  the  everchanging  phenomena 
that  surround  us  and  influence  our  daily  life,  are  the  peculiar 
domain  of  Geography. 

Except  the  history  and  experience  of  man  himself,  there  is 
no  subject  of  inquiry  that  yields  so  profound  and  perennial  a  human 
interest  as  the  story  of  the  globe  on  which  we  dwell.  We  are 
surrounded  with  phenomena  that  ceaselessly  press  themselves  upon 
our  notice.  Our  existence  and  enjoyment  rest  upon  the  contin- 
uance of  the  favourable  conditions  in  which  we  live.  As  even  a 
slight  variation  in  these  conditions  may  powerfully  affect  us  for 
good  or  evil,  they  are  a  subject  of  momentous  importance  to  us. 
We  know  that  they  differ  greatly  in  different  quarters  of  the  globe, 
and  we  can  hardly  avoid  some  curiosity  to  learn  on  what  circum- 
stances such  varying  environment  depends.  It  is  the  special  func- 
tion of  Geography  to  direct  our  attention  to  these  matters,  to  increase 


Teaching  of  Geography.  55 

our  knowledge  of  the  country  we  live  in,  and  thence  to  trace 
analogies  and  contrasts  among  the  aspects  of  Nature  in  other 
regions  of  the  globe.  Geography  compares  the  topography  of 
one  continent  with  that  of  another,  dwelling  upon  the  fundamen- 
tal elements  of  each,  and  showing  how  they  have  affected  the  dis- 
tribution and  development  of  the  human  population.  Mountains 
and  valleys,  hills  and  plains,  rivers  and  lakes  appear  in  region  after 
region  with  ever  the  same  essential  features,  but  with  endless 
diversity  of  local  detail.  Connecting  this  local  detail  with  human 
history.  Geography  notes  how  largely  it  has  influenced  the  progress 
of  political  events,  how,  for  example,  it  has  directed  the  migration 
of  peoples,  guided  or  arrested  the  tide  of  conquest,  moulded 
national  character  or  given  its  own  colouring  to  national  mythol- 
ogy and  literature.  Geography  further  contrasts  the  climates  of 
the  globe,  calls  attention  to  the  varying  phases  of  plant  and  ani- 
mal life  by  which  they  are  accompanied/  and  traces  their  influence 
upon  the  march  of  discovery  and  the  spread  of  civilization  and 
commerce. 

In  gathering  the  materials  for  this  comprehensive  picture  of  the 
earth  as  the  dwelling-place  of  man.  Geography  culls  freely  from 
almost  every  branch  ot  natural  science.  The  facts  and  inferences 
which  are  in  this  way  gathered  from  all  corners  of  the  globe 
demand  for  their  adequate  comprehension  something  more  than 
mere  book  learning.  The  geographer  should  himself  be  an  observer 
of  Nature.  •  He  may  know  only  a  very  limited  space  in  the  wide 
domains  of  scientific  acquirement  ;  but  his  knowledge  of  that  space 
should  be  thorough  enough  to  enable  him  duly  to  appreciate  habits 
of  observation,  methods  of  research,  and  processes  of  reasoning  in 
other  departments  of  inquiry.  His  sympathies  should  be  wide  and 
deep,  embracing  all  parts  of  Nature,  even  those  with  which  he  has 
been  able  to  make  no  personal  acquaintance.  This  breadth  of 
vision  keeps  him  in  touch  with  the  progress  of  discovery.  He  is 
ever  ready  to  detect  the  geographical  significance  of  new  observa- 
tions, and  to  appropriate  to  his  own  subject  the  results  obtained  in 
the  most  widely-separated  fields  of  scientific  research. 


56  Teaching  of  Geography. 


What  is  true  of  the  professed  geographer  holds  also,  in  large 
measure,  for  those  who  teach  geography.  The  teacher  who  would 
gain  the  greatest  amount  of  personal  enjoyment  from  the  cultiva- 
tion of  this  subject,  and  who  would  most  successfully  use  it  as  a 
discipline  in  the  education  of  others,  should  as  far  as  he  can,  make 
himself  acquainted  with  the  practical  pursuit  of  at  least  one  depart- 
ment of  natural  knowledge.  The  man  who  has  once  dissected  a 
plant  and  practically  studied  the  mutual  relations  and  functions  of 
its  several  parts,  or  who  has  himself  traced  the  connection  between 
the  topography  of  a  district  and  the  nature  of  its  underlying  rocks, 
has  acquired  an  experience  which  gives  to  his  teaching  of  these 
subjects  a  precision  and  vividness  that  could  never  be  gained  from 
books.  And  in  proportion  as  he  cultivates  the  spirit  and  habit  of 
personal  observation  and  inquiry  will  his  labours  among  the  young 
be  fruitful  to  them  and  satisfactory  to  himself.  I  do  not,  of  course, 
mean  to  imply  that  good  geographical  instruction  is  impossible  with- 
out scientific  acquirement  on  the  part  of  the  instructor.  But  I  would 
insist  that  as  geography,  though  it  may  not  claim  to  be  itself  a  dis- 
tinct science,  is  based  upon  the  work  of  many  sciences,  its  full 
value  as  an  instrument  of  education  cannot  be  obtained  except  by 
those  who  are  imbued  with  the  scientific  spirit. 

But  Geography  rests  not  only  upon  the  facts  and  deductions 
of  natural  science.  Its  obligations  are  hardly  less  extensive  to  the 
department  of  history.  In  many  systems  of  education,  indeed,  it 
ranks  merely  as  a  branch  of  history.  It  is  not  content  with  tra- 
cing the  present  distribution  of  the  races  and  nations  of  mankind. 
It  seeks  to  picture  older  groupings  out  of  which  those  of  to-day 
have  been  developed,  and  to  follow  backward  the  successive  stages 
of  progress  to  the  times  of  earliest  history  or  tradition.  All  that 
may  be  gathered  from  written  chronicle,  or  that  may  have  been 
preserved  in  the  names  of  places,  or  that  may  be  inferred  from  the 
language  and  lineaments  of  a  people,  comes  within  the  scope  of 
the  geographer's  inquiry.  And  it  is  by  availing  himself  of  these 
manifold  sources  of  information  that  he  completes  the  political 
side  of  the  picture  which  he  draws  of  the  geography  of  a  country." 


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